Agency: Dade County

[ESOL 1001]

The Dade County Adult Assessment System for ESOL (DCAASE) Council, a Dade County Public Schools affiliate, received a 353 grant to develop a training manual. The purpose was to provide a practical method of delivering training to primarily, but not exclusively a large number of part-time employed adult ESOL teachers. Often these teachers are unable to access inservice training opportunities. This training model has flexible features which can be adapted for use throughout the state of Florida.

A writing team of classroom teachers created a format that would enable a peer leader to guide colleagues through important concepts for adult ESOL. This guidance can be accomplished in a variety of settings and time periods with the flexibility required to meet the diverse needs of teaching staffs. The peer leader can schedule half-hour training sessions or four hours in a workshop format. Two teachers can be involved in the training or thirty, depending on the needs of the particular district and the number of adult ESOL teachers that are able to participate. The manual is divided into six components which can be subdivided into different activities.

The six components of AEGIS are:

1.The Adult Learner

2.Assessment Techniques

3.Critical Thinking

4.Language Acquisition

5.Methods and Materials

6.and the Multicultural Classroom.

It is not necessary to have a special staff person designated to handle this project. AEGIS is a self-explanatory manual that is meant to be used by a peer teacher-trainer. The only record keeping that is required concerns master plan points offered the teacher-trainees if the district is interested in awarding these. As part of the funded project, hourly salaries were provided on an experimental basis to determine the effects of financial incentives in motivating teachers to participate in training activities. A total of 21 workshops were held in all geographic areas of Dade County to make training easily accessible. There were 17 different peer leaders for these sessions. After the manual was thus field-tested to gain feedback on its content and use, it was revised and printed.. The Adult ESOL Guide and Instructional Syllabus (AEGIS) is now ready for statewide distribution.

The feedback from workshop participants has reinforced our opinion that the AEGIS Guide fulfills its purpose. Without overstatement, the project has been a rousing success. Adult ESOL teachers in Dade County Public Schools recognize the need for training and are grateful for the opportunity to have participated in this project. It seems that no one is lonelier nor more isolated that the teacher of adult ESOL. For most, there is no opportunity to share ideas or exchange concerns. Many of the evaluation responses we received point to the need to provide more opportunities for adult ESOL teachers to meet and learn from each other. Our experience with the AEGIS training sessions has reinforced the concept of the manual: peer leaders providing in-center, in-service training as a feasible answer to the problem.

Agency: Palm Beach County

[ESOL 1002]

Our project, which helps non-traditional students with limited English proficiency apply to and succeed in post secondary education, targets Community School students who have reached English competencies in adult ESOL programs, and other nontraditional students who will benefit from information about, and skills for, post secondary education. We identified our prospective students through the county's Community School adult remedial programs and through the School District's Office of International Student Support/Multicultural Awareness. We recruited through these offices, and local community agencies serving our target population. The overall objective is to provide classes and workshops that will furnish preparation for the TOEFL examination, practical knowledge and application of skills helpful in succeeding in post secondary education where students must be self-motivated and directed in order to do well, plus information on the post secondary opportunities available in our area. Our project responds directly to a need for these specific pre-college services identified by the Office of International Student Support and the District Office of Adult, Community and Vocational Education which provides programs to help non-traditional students attain their academic competencies but, as yet, no systematic support services to smooth the transition to the next phase of their education. ADELANTE = DEVAN = FORWARD addresses these education service gaps.

Classes are scheduled for two hours, twice per week, for ten weeks. The instructor(s) have considerable leeway in allocating time to the different topics; approximately 2/3 of the time is spent in TOEFL preparation, and 1/3, in pre-college skills practice and information. At the end of the ten weeks, we hold a College Information Night, at which educators from all local post secondary education providers present information, supply materials, and answer questions about their schools; we invite all interested nontraditional students, whether they attend our Community Schools or not. Close to 100 students attended this event. Our curriculum centers on TOEFL prep materials, "The Best TOEFL Book," and the instructor develops pre college skill materials. They include: setting goals and objectives, taking notes, using the library, managing time, budgeting finances, listening, asking questions, and an overview of the college/vocational school environment. We also cover applications, financial aid, work/study, entrance exams, and student services on campus. Students purchase the TOEFL text, and the local schools and we supply other materials. The College Board furnishes their TOEFL Information Booklet. Our project was at two locations. Resources at each location include a classroom, access to a computer lab in order to enable the students to complete at least some of the curriculum on the computer, a large room for College Information Night with appropriate audio-visual equipment, and office facilities for the Project Coordinator and clerical person. Our staff consists of one TOEFL teacher at each of the two locations, a clerical person at each, and at least one pre-college skills workshop leader. There is also a Project Coordinator to oversee all activities. Staffing really depends on the nature and size of the project offered. It is important that all incoming students be tested to establish English competency appropriate for TOEFL preparation. We require a ninth grade competency level. Also, as discussed below, it is vital to have linkages with local post secondary schools and community organizations that serve the target population, to assist in recruiting and providing services.

Our project depends on cooperation with several agencies for operation. All local senior and community colleges, as well as the vocational schools in our county, participate by furnishing information and presenters for our College Information Night. We provide our classes at one satellite location, a Community High School in a different region of our county. Assistance in publicizing the program to prospective students is provided by our School District's Office of International Student Support/Multicultural Awareness and the Department of Adult, Vocational and Community Education. We also cooperated with the Community Language Facilitators and ESOL Coordinators at all county schools, who publicized our program to students and parents. Funding has been provided through grants from the Community Foundation for Palm Beach and Martin counties, the Southern Regional Education Board, Florida Atlantic University and the Office of International Student Support. The project staff is drawn from our Community School's faculty and administrators. We supplement their expertise by drawing on the experience of local community organizations that work with our target population.

The needs that our project responds to and our evaluation procedures are addressed in this abstract, above.

Agency: Flagler County

[ESOL 1003]

Adult English to Speakers of Other Languages

Foreign students ages 16 to 80 representing approximately 50 countries, 35 languages and a wide range of educational and socioeconomic backgrounds. The objectives of our program are:

1. The students will understand and apply the basic rules of usage and agreement in English.

2. Students' performance will include the four skill areas: listening, speaking, reading and writing, which will be integrated throughout the curriculum with equal value placed on each.

3. The students will be able to function in the American culture.

4. The students will acquire and expand their interest in lifelong learning.

It is an open/entry exit program with four levels of instruction, beginning through advanced, distributed among thirteen classes, ranging from Preliterate to Advanced, including TOEFL preparation for the Test of English as a Foreign Language and accent reduction. We have also incorporated the Department of Immigration Amnesty requirements into our program of instruction to meet the needs of students who want to be permanent residents of the United States. The intensive daytime Adult/ESOL program consists of five instructional hours per day, Monday through Friday. A language lab complements classroom instruction by providing one to four hours per week of self-paced individualized instruction. The approach is eclectic, blending a variety of teaching methods throughout the curriculum. Whenever applicable, there will be no separation between form and use (unification view). Materials are presented within a communicative framework (meaningful situations). Alternate teaching strategies are employed during various segments of the curriculum in order to accommodate the individual learning styles of a multi-aged, multicultural group.

Spiraling and layering is used in all levels to:

1. Reinforce and expand on existing knowledge.

2. Incorporate new students into the program.

Students maintain a positive self-concept through continuous reinforcement by teachers and support staff. Appreciation of American and foreign holidays is fostered through participation at parties and in classroom presentations.

The strength of the current Adult/ESOL Program is largely attributed to the dedication and cooperation of the Adult/ESOL staff. At present, there are four contracted and nine non-contracted teachers in our daytime program. All are trained in ESOL techniques. Compliance with the current changes in state ESOL certification has noticeably increased professional growth and effectiveness. Program flexibility and the exploration of new methods continue to be departmental guidelines. Reinforced by the support and encouragement of the administration, the Adult/ESOL staff has been permitted to develop a dynamic and efficient individualized program, the success of which is demonstrated by student achievement and increased enrollment. The program is funded through Florida Education Finance Program (FEFP).

Agency: Seminole Community College

[ESOL 1004]

Contact: Wendy Allison (407) 328-4722

E-mail: Allisow@mail.firn.edu

Goal: The purpose of this project is to provide minority, limited English proficient, undereducated adults with basic and functional literacy skills. The project includes the development of a curriculum and training model whose major element is computer-assisted technology. The purpose is to teach students skills, abilities, and attitudes that will empower adult success in an age of access to unlimited information.

Background: Currently there are an estimated two million non-English speakers in U.S. classrooms. Florida's ability to meet the crucial needs of this population depends upon a strategic plan to assure every individual acquires the necessary skills to function in a global economy. According to a 1990 census, Seminole County is the third fastest growing Hispanic populated county in the US, thus requiring the need to expand English instruction to this population. Seminole Community College has already demonstrated its commitment to incorporate technology into the ESOL curriculum by purchasing nine computers with multimedia capability The next project is to build a complete ESOL multimedia lab.

Agency: Martin County

[ESOL 1005]

Goal: The goal of this project is to improve the delivery of basic educational skills to targeted ESOL population to effectively promote productive employment and successful attainment of U.S. citizenship for this group.

Background: Due to the increasing numbers of non-English speaking people migrating into Martin County, there is a social and economic urgency for this group to gain English proficiency so they may be mainstreamed into the community. A need has been identified to research and develop a relevant comprehensive multi-level, multi-faceted curriculum which reflects and addresses the specific survival needs and goals of the student population which actively studies English as a second or possible third language. Contact: Marshall Skinner (407) 597-3848

Agency: Palm Beach County

[ESOL 1006]

The primary goal of this project was to provide a revised model of the adult ESOL curriculum and placement and promotion tests originally developed in 1989 - 1991. The project also expands to a third component, which is an 18-hour ESOL inservice training component for adult ESOL teachers and administrators.

Members of the writing teams revised and enhanced the ESOL curriculum student competency checklists of Palm beach County to include Parenting and Personal Safety, as well as a version of Student Performance Levels (SPLs) V - VIII of the Florida ESOL Curriculum Frameworks. The Competency Checklists now parallel the MELT SPL Levels 0 (Literacy) -VIII (Pre-GED).

Copies of the Adult ESOL Student Performance Level Competencies, Levels Literacy 0- VIII, are included in Chapter X of the Curriculum Guide. The copies are camera-ready. Districts are invited to use these checklists in their adult ESOL programs. The checklists provide a management system for individual students. Teachers may copy sections of the checklists as needed for individual students, classes, courses, or programs. Literacy Level 0- Level IV Competencies are spiraled so that students may cover twelve separate topical areas. Competencies from separate topical areas may also be combined to develop specialized courses or units. Levels V - VIII include competencies needed in order to succeed in a GED class and pass the GED Test.

The Guide contains several chapters to assist instructors with the curriculum: These chapters include Teaching Native Language Literacy, Teaching ESOL Literacy, Teaching ESOL Survival/Coping Skills, Teaching ESOL Citizenship, Teaching Pre-GED, Adult ESOL Student Performance Level Competencies, and ESOL Lesson Plans. Additional chapters are included to assist in program development. These chapters include ESOL Teacher Training, ESOL at the Workplace, Conquering Vocational Content, and Selected ESOL Materials.

The second component of the project is the Adult ESOL Promotion and Placement Tests. Two native language literacy-screening tests are available, in Haitian Creole and Spanish. There is also an oral and written placement test for use with ESOL Levels Literacy - IV. Promotion tests are available for two levels of ESOL Literacy and Levels I - IV. Three separate tests are available for each of Levels Literacy - IV. They are Part 1: Listening; Part 2: Reading/writing; and Part 3: Speaking.

The third part of the project is the Adult ESOL Curriculum Development Project Training Component. The Training Component contains a training facilitator's manual, a participant handbook, and a video. The package is designed for individual or group in-service. The Content meets the requirements for in-service training of the 1990 ESOL Agreement for Other Subject Area Teachers.

Agency: Dade County

[ESOL 1007]

Target clientele and Objectives:

The Academic Vocational English (AVE) project is an exciting experiment in vocational and language instruction for immigrant adults. The AVE project in the Dade County Public Schools provides adult limited English proficient learners with vocationally based English language instruction.

Using Carl D. Perkins funds, the AVE project under the Adult Basic Education English to Speakers of Other Languages (ESOL) program builds a bridge between general ESOL instruction and vocational classes.

Lindsey Hopkins Technical Education Center was selected based on District and School Profiles from the Dade County Public Schools office of Management and Accountability. These profiles indicated Lindsey Hopkins is the technical education center most heavily impacted by ethnic, linguistic, and racial minority students.

Project Operation:

a) Scheduling - General VESOL and cluster VESOL students have the option to take a 25 hour a week program. Flexibility also allows some students to enroll in a half-time course for those students where 2 whole day's commitment is not possible. All courses are one trimester in length. Currently, general VESOL, Health Occupations I and II, Business Education, and Trade and Industry VESOL clusters are offered.

b) Resources - ESOL trained instructors with an interest in the targeted vocational areas are essential. A computer lab is a much needed support for individualizing and pacing work. Vocationally, specific ESOL materials are also essential.

c) Curriculum information - The AVEIVESOL curricula represents an integration of academic, vocational and ESOL objectives. Woven into the curriculum are topics related to study skills and critical thinking. General VESOL introduces students to the language and culture of the American workplace. The three most popular vocational areas at Lindsey Hopkins Technical Education Center were targeted for cluster VESOL development. These areas include Health Occupations, Business Education1 and Trade and Industry. Cluster VESOL addresses the vocational language and culture related to each specific area.

d) Other facts - The AVE program depends on strong collaboration and mutual support for its success.

Cooperation: Collaboration was the key to planning the AVE project. Administrators, academic and vocational faculty, students and industry have all had a hand in planning the general VESOL and cluster VESOL programs.

Agency: Lee Education Center (Lake County)

[ESOL 1008]

The class is composed of American students reading below the eighth-grade level with limited background knowledge in the various disciplines, and of foreign-born students with skill levels ranging from illiteracy in their native language to college level ability with limited proficiency in English.

The objective of the thematic plan is to have an interesting focus and to apply skills in meaningful content. A-MAZE-ING ADVENTURE was developed with the idea that many goals are obtained by redirecting one's path when certain other avenues have been closed.

A tentative schedule was developed for each nine-week block. Multilevel classroom and library resources provided background and information. Following research, hands-on activities brought added meaning to the study.

Passes to the city library and the cooperation of the librarian provided multilevel reading material for research. Volunteer resource people with enthusiasm for the program were essential. Team-teaching provided the professional breadth to balance the program. Standardized testing, informal testing, and teacher observation helped to identify students reading levels. The thematic plan offered the students a reason to read, stimulated inquiry and provided a focus for each student. The program's success was evident through attendance, completion of assignments, testing, and student, volunteer and school staff comments.

Agency: Carol City

[ESOL 1009]

This program targets adults 18 years and older whose academic function is below the 3rd grade. The overall objectives are to improve reading & writing and comprehension skills, develop & improve self-esteem and to master basic life skills.

Students are scheduled on the basis of their academic level using diagnostic inventory, test & TABE tests. The Program is highly individualized: One to one Instruction, small group and peer group instruction. Volunteers are a very needed resource along with the childcare center. The program absorbs the ESOL students who are not yet ready for the Pre-GED program. The adults, who are shy, embarrassed & uncertain about entering a formal, traditional classroom setting, are relieved after entering the program. The non-threatening and accepting atmosphere is congenial for the clientele.

Successful operation of the program depends largely on the cooperation of the administration, instructors, volunteers, child-care staff and the School security. (Valuation of the project is based mainly on the feedback of the student:

Agency: Dade County

[ESOL 1010]

The purpose of the COMMUNITY ACCESS program is to provide English speaking volunteer opportunities for foreign born students. Working with advanced and intermediate ESOL classes (usually levels 4-6), the program places adults in positions that match their individual abilities and educational goals. The program builds on a natural synergy of needs: the student's desire to practice language skills and work skills in a meaningful environment, and the agency's desire to find motivated volunteers to address community needs. Because the student's support network may consist entirely of non-native speakers - family, coworkers, and fellow ESOL students - formal volunteer internship can provide a realistic context for applying classroom learning and acquiring new language. COMMUNITY ACCESS teaches ESOL students to access the complex and unfamiliar world of community service agencies, enabling them to go beyond the limitation of their daily routines. Thus, in the course of enhancing language skills, the program helps to meet the practical issues of mainstreaming.

The program operates as a complement to thc standard ESOL curriculum, creating a bridge between the school and the local community organizations. The main resource is a database of local agencies and volunteer needs which is kept on computer and built up as the program grows. Students are recruited through class presentations, word-of-mouth, and teacher referrals. The instructor/coordinator visits classes to discuss the role of volunteering in American culture, and to explain how students can utilize volunteer internships to meet their individual goals. Interested students then sign up for individual interviews with the coordinator, who helps them to clarify their learning goals, to identify several appropriate agencies, and to prepare for an interview at the selected agency. The. student keeps track of work hours (leading to the Volunteer Certificate), reports back to the coordinator periodically, and shares his or her outside experiences in the ESOL classroom. The coordinator and the classroom teacher help to address acculturation issues (e.g., assertiveness, networking) and to reinforce outside language acquisition. As the number of student volunteers has expanded, an experimental ESOL curriculum has also been developed as a student option, utilizing whole-language techniques such as weekly journals, conversation, and writings.

COMMUNITY ACCESS is a program that can be efficiently tailored to the needs and available resources of each school. In Dade County, this flexibility is indicated by the various approaches that have been used: in one school, a part-time ESOL instructor ran the program With only 10-15 hours per week, using ABE grant funds; in others, VISTA Volunteers are now spending about 1 day per week to expand the program in conjunction with classroom teachers. Moreover, the success of a dedicated ESOL class (averaging 25-30 students). suggests the viability of a funded approach; a class that is oriented to the regular cycle of the volunteer experience could ultimately absorb most of the functions of a coordinator. Whatever approach is used, the key to program success is an energetic person who can communicate well with students and agencies, research the diversity of local community agencies and positions, and coordinate placements. The database can be set to produce the necessary agreement forms and evaluation reports.

Agency: Dade County

[ESOL 1011]

Our computer assisted lab was designed to accommodate adult ESOL students functioning at levels three through six. Recognizing that students enter the classroom at all different points on the educational continuum and each with unique deficits, we adopt-ed the Plato curriculum.

The program operates with one lab instructor. Teachers in levels three through six bring their students to the lab for one hour and fifteen minutes per week. The computer lab and software pro-vided include specific language arts skills such as parts of speech, application forms, punctuation, building and using sentences, etc. Each of these modules contains a pretest, a tutorial, drills and a post test which provide the student with a self-pacing individual-ized program. In addition, the software provides record keeping information for both student and instructor.

The computer lab and Plato software had been previously purchased for the GED program. With this equipment available to us, we took the opportunity to adapt it to the ESOL program. We hired one computer literate ESOL teacher to manage the lab.

The computers which we are presently using came from the Plato company, however, some IBM and IBM compatible computers with networking capabilities can be used with the Plato software or any other appropriate software.

Agency: Dade County, 1996-97

[ESOL 1012]

The Project: This program is designed to give the ESOL student a working knowledge of American food habits and tastes. Practical shopping skills are learned by actual trips to the supermarket for investigative exercises which include: categories and departments; unit pricing; coupon use; food additives; meal pricing estimates, produce and meat selection, etc. In the kitchen the student learns by preparing basic yeast dough, pastry dough, vegetable and meat recipes, and other types of food which illustrate examples of US food culture. The student also studies the historical development of America's regional cuisines, and the cultural attitudes that contributed to their uniqueness. This course enables the student to feel comfortable and confident in shopping for and trying new types of food. Nutritional and economical concepts are also essential to the instruction.

Objectives: Using investigative strategies and cooperative learning, the student will solve basic consumer questions involving label reading, recipe interpreting, discounting, meal planning, etc. The student will come to understand different types of food additives and nutritional information. Development of economical buying habits will be reinforced. Understanding of cooking terminology will be demonstrated through practical and economical food preparation. The student will be able to discuss regional differences of American cuisine and give examples of the historical background of these regions. These objectives will be met using English, thus giving the student whole language experience outside the traditional textbook studies of the classroom.

Overall Value: This course encourages the student to seek more information as a typical consumer. By investigating the subject of American food, the foreign student will gain a better understanding and appreciation of American regional cultures and the confidence to try new things. The whole person becomes involved in the learning process that appeals not only to the intellect, but also more richly to all five senses. Critical thinking is integral to all aspects of the project as well. The Students: This project has been designed for the Adult ESOL student. It can also be used for high school life skills instruction. Enrollment must be limited, however, since teacher supervision in the supermarket and kitchen space is practicalities to consider.

Outside Resources: Knowledge of the local supermarket and communication with its management team is very important. Many different cookbooks offer ideas, especially those of The Frugal Gourmet series (available in retail bookstores) because of the wealth of cultural information it provides. Any consumer economics test that deals with groceries would also be helpful.

Curriculum Language Areas: Life Skills, Whole Language

Developer: John S. Butcher

School: The English Center Dade County Public School Adult Education Center

3501 SW 28 Street Miami, FL 33133

Phone: (305) 445-7731

Agency: INTELECOM, Pasadena, CA (1995-96)

[ESOL 1013]

Goal: The goal of this project is to create a network-quality series of video programs and closely integrated multi-level work-test, photo novellas, and teacher materials for use in all of Florida's ESOL programs.

Background: The 1990 U.S. Census revealed that 25.5 million adults speak a language other than English at home and 12 to 14 million adults have difficulty reading, writing, speaking, and understanding English. In Florida census estimates show 17% of the population needing ESOL services. Unfortunately, existing ESOL courses can accommodate only 5-10% of people needing them. As a result, millions of intelligent motivated adults with limited abilities to speak, read, and write English face several disadvantages in receiving education, competing for jobs, and otherwise participating in society. Crossroads Cafe will directly serve the needs of limited English proficient adults including instruction in cultural themes and life-skill topics, learning strategies, and language skills. Telecommunications-based materials will increase student access to ESOL instruction by eliminating common barriers like class space and childcare. The delivery system itself--television--is perceived as patient and non-threatening. In an unprecedented collaboration, INTELECOM, the state of Florida, and other states with large populations of limited English speakers will join professional and financial resources to produce this program.

Contact: Ms. Sally V. Beatty

Phone: (818) 796-7300 Ext. 119

ENGLISH as a SECOND LANGUAGE ORAL ASSESSMENT and EXTENDED WORKFORCE TRAINING

AGENCY: Florida Human Resources Devleopment: 1998-1999

[ESOL 1014]

 Purpose Of Project: The purpose of this project is to: (1) increase the number of CBO and LEA adult educators trained to effectively administer the new Florida State Board Rule for adult education assessment of English as a Second Language Oral Assessment (ESLOA) utilizing comprehensive staff development opportunities, and (2) to enhance ESLOA effectiveness by expanding training, developed through this grant, emphasizing the development of learner-centered Workforce Readiness/Workforce Development instruction based on the ESLOA results in combination with the ESLOA Employment Competency list at the beginning, intermediate and advanced student proficiency levels. The training, developed and conducted by the ESLOA authors, will intentionally target employment skills and competencies such as job applications, alphanumeric codes, warning signs, reading and writing simple work memos and explaining routine tasks to co-workers.

Describe the Target Population To Be Served: This project targets practitioners/trainers in small to mid-sized Local Education Agencies (LEA) and Community Based Literacy Organizations (CBO) who need to assess and document Limited English Proficient (LEP) learner progress and program effectiveness. It is increasingly important for CBOs and LEAs to document program success, and yet, commercially produced standardized tests, many of which stress K-12 academic English do not show learner progress in functional/survival English acquisition, nor do they measure learner progress at lower proficiency levels. Research tells us that adult educators, by and large, see no correlation between standardized tests and actual program effectiveness (Balliro,1989). While many practitioners recognize the need to make reforms, they often cite lack of resources and training to revise current practices (Baliero,1989- Wrigley/Guth, 1992). The ESLOA offers CBOs and LEAs an alternative assessment specifically developed to measure proficiency in functional and survival oral/aural English. Program-based assessment with the ESLOA enables adult ESL programs to document learner progress at very low through advanced levels, and also provides practical, developmentally appropriate (beginning, intermediate, and advanced; SPL O-X) competency lists of topics around which to develop learner-centered lessons in six areas: Basic skills/functions, Community Resources, Health, Shopping, Housing and Employment. Practitioners trained to administer the ESLOA are equipped to assess learner and program accomplishment and are able to effectively help LEP adults exercise effective citizenship and productive employment.

Federal and/or State Goals And Priorities Addressed In This Project: The state's primary program goals to reduce illiteracy and under education among adults in Florida by enabling adults to (a) acquire basic skills (e.g., English as a Second Language)- (b) to obtain workforce readiness and development; (d) read, write and speak English; and to (e) provide proactive indicators of program quality. In addition, this project will impact the state's supplemental program goal of educational accountability by enabling adult educators to better prepare learners to compete in the national economy and to document progress. National and state priorities are considered in the areas of innovative methods, disadvantaged adults (immigrants and LEP adults), training persons engaged in adult education (full-time professional, minority adult educators, educators of LEP adults), and expanding outreach activities to disadvantaged adults through training professional teachers and paraprofessional educators in program accountability.

Relationship to the Adult Education Quality Indicators: Seven indicators of Adult Education Program Quality will be impacted directly and indirectly. This project directly impacts quality indicators: V by expanding the scope of program services and increasing capacity, VII by providing student assessment materials and information used in guiding the instructional process developed specifically for the targeted population and its unique needs, and IX by including ESL assessment and curriculum development during in-service staff development. Indirectly, this project impacts quality indicators 1, II, IV and VI as the training results in educational gains, educational outcomes, learner recruitment, and involving students in program planning and evaluation.

Describe What Makes This Project Innovative/Supplemental: This project is innovative because it seeks to provide training for administering the ESLOA which has been added to the State Board Rule for Adult Education Assessment. The ESLOA is an innovative, communicative oral assessment developed specifically to meet the assessment needs of LEAs and CBOS. The addition of a Workforce Readiness/Workforce Development se2ment to the ESLOA training, and its presentation in a two-hour joint session for both professional educators and volunteer tutor/trainers is an innovative approach developed to answer the needs of the adult learners whom these programs serve. Publications and presentations resulting from this project will bring the state of Florida national recognition.

Total Budget: The objectives of this project can be reached with a budget of $62,630 which includes five, two-part training workshops, expenses for 75 trained practitioners, ESLOA assessment and Workforce lesson-planning, materials for all participants, and all training and administrative personnel expenses.

E.S.O.L. Instruction - A New Approach

Agency: Broward County 1993-94

[ESOL 1015]

E.S.O.L. students represent a unique group of adult learners. Many come to class with little or no formal education and are often illiterate in their own language. A typical beginning E.S.O.L. class can be made up of a wide range of both academic and language skills. Traditional large group instruction alone cannot adequately address the individual needs of such a diverse student population. The addition of a staffed language lab complete with computer and AV assisted learning materials, is a technique that can make the required individual approach both possible and successful.

This presentation will explore the necessary administrative philosophy required to develop a "dedicated" language lab, developmental history, curriculum, staffing, equipment and day to day operation of a complete learning laboratory. Participants will be provided with a video sampling of lab activities, conceptual construction, list of materials and equipment, sample staffing format and schedule.

Presenters will entertain questions and discussions at the conclusion of the presentation. Related handouts will be available. Content Area - Content based instruction - Techniques for teaching students with unique needs. Contact: Ron Caddy/Carol Grassi (954) 786-3566

Agency: Gene A. Whiddon Adult Center, Broward County (1994)

[ESOL 1016]

The ESOL transition program is designed for Limited English Proficient (LEP) adult students in an intermediate-level English for Speakers of Other Languages (ESOL) program. Through a needs assessment conducted at the school, it was determined that our students wanted a more academic ESOL class in which they could acquire the writing skills which would enable them to meet the challenges of colleges, universities, and the professional business world. The program objectives are to enhance the written English skills of adults to enable them to meet those challenges. The program addresses two of our school's SIT (School Improvement Team) goals: Adult Literacy and Student Performance.

Students are placed based on interview, educational objectives, and test scores. If TABE test scores equate to a level III class, the transition (writing) class is suggested. The student makes the choice, as a standard ESOL level III class is also available. Our ESOL program is competency-based, individualized, and open entry/open exit. The transition class is offered daily, Monday through Saturday, from 8:20 am to 2:00 PM. Resources needed (which are already incorporated in a standard ESOL program) include two teachers, full-time or part-time: one for the ESOL Level III transition pre-college (academic-writing) class, and one for the ESOL Level IV (TOEFL) transition class; a support staff (1 or 2) to administer pre-tests for placement; and an ESOL coordinator (who functions as an instructor) to oversee the program. An optional additional class, ESOL Level III transition (vocational/pre-employment), would require an additional teacher. Suggested class size: 20 to 25 students. Existing equipment, supplies, and material are used. Existing curriculum has been revised to address specific competencies. Written English skills are a primary focus of lesson plans. Morning class sessions focus on survival ESOL, verbal conversation, vocabulary, and grammar. Afternoon sessions focus on expository and subjective writing, and cooperative learning groups. Computer software programs featuring editing and punctuation are ideal supplements to class work.

Funding for the program, including faculty, staff, equipment, materials, and supplies, comes from FTE-generated revenues received by the school as part of the Broward County Public School System. There are no special needs or funds required to implement the program if an ESOL program is already in place. Program needs were determined by verbal and written questionnaire surveys conducted at the school which were obtained from students and teachers, discussed at SIT meetings, and evaluated at department head meetings.

Program evaluation is ongoing and includes: test results, teacher observations, and student testimonials. Two groups were closely matched for testing purposes and participated in pre- and post-testing using the TABE test. The ESOL transition group appears to have significantly higher TABE scores than the control group. Test results of the ESOL transition groups vs. a comparable control group have determined that the difference between the two groups is statistically significant. Teachers observed that students increased their skills and scored higher an expected on standardized tests.

Agency: Pinellas County

[ESOL 1017]

The Florida DOE has established adult ESOL curriculum frameworks that provide the flexibility to accommodate learners in open-entry/open-exit programs; however, most counties have adopted a text-driven curriculum which utilizes a linear syllabus not compatible to adult ESOL classrooms. ESOLutions uses a matrix syllabus and a whole language, content-based approach f6r the survival/life skills strand of the ESOL frameworks. This allows the teacher to select topics for whole class and small group instruction without regard for sequence and select related competencies at different levels of ability for multi-level classes. This project provides an ESOL curriculum and instruction workshop {or teachers and coordinators of adult ESOL in the use of effective methods and techniques based in the ESOLutions curriculum. This curriculum is particularly useful for part-time teachers who have little preparation time.

This twelve-hour training workshop can be broken into two or three days of training to any size group. The workshop agenda, participant packets, handouts, and a professional reference packet on cross-cultural issues and training are included. Also provided are the ESOLutions teacher's manual, assessment manual, a video of the curriculum in action, and student workbooks at the beginning, intermediate, and advanced levels.

Duplication of these materials would be necessary for all participants. The workshop trainer should be familiar with the practice and theory of ESOL, multicultural issues, and the implementation of the ESOLutions curriculum in the classroom.

This program can be funded through any usual district source for training and curriculum (professional education funds, DOE 322 grants, etc.) An initial needs assessment is available to assist counties in assessing whether to implement the curriculum. Pre and posttests, workshop evaluations, and follow-up needs assessments are provided to determine effectiveness.

Peer Coaching Training & Training for Administrators and School Personnel

Agency: Hillsborough County

[ESOL 1018]

Goal: The goal of EXCEL is to develop specialized training materials and in-service training to Adult ESOL teachers who will serve in their districts as Adult ESOL Peer Coaches. EXCEL will provide ESOL training to school administrators and school personnel and provide districts with an ESOL Resource Kit and resource manual.

Background: As the number of immigrants and refugees who enter Florida continues to grow, an ever-increasing need exists for appropriate educational services which will enable them to become productive members of their communities. Many of these immigrants enroll in adult ESOL classes in which the teachers have little or no formal training in cross-cultural communication and understanding. Moreover, numerous limited English proficient (LEP) students enroll in adult basic education (ABE), general educational development (GED) or adult high school (AHS) classes either upon completing an ESOL program or after having lived in the United States long enough to become able to use English for basic communication, but who need to further develop their academic and functional skills. Teachers for these programs often have little training on the special needs of a multicultural classroom. In Hillsborough County and neighboring districts there is an indication of need to develop a cadre of ESOL Peer Coaches There is also a need for training workshops in order to develop a kit of materials to ensure that ESOL, ABE and GED teachers are meeting the needs of the ESOL student. Training is also needed for school administrators and other school personnel. Contact: Yvonne Cadiz (813) 974-2548

Agency: Palm Beach County

[ESOL 1019]

Goal: The goals of this program are to develop and provide materials, placement, and promotion instruments, and sample lessons in identified primary language for all Florida districts.

Background: Serves approximately 115,000 Limited English Speaking (LEP) adult students in Florida districts, libraries, community-based organizations, and work places. It is estimated that as many as 20,000 or more students in South Florida between Treasure Coast, Okeechobee, Martin and Dade counties function in their primary (home) languages below the third grade level. The identified languages include Haitian-Creole and Kanjobal/Spanish.

In order to transition to ESOL Literacy in a timely and successful manner, these students benefit from ESOL classes using Primary Language Support as outlined in the Florida Adult ESOL Curriculum Frameworks. Unfortunately, there are very few commercially available materials. As a result, districts providing Primary Language Support depend on teachers, volunteers, etc., to develop the materials for course delivery. This places an undue burden on the teachers. At the same time, there is no overall plan to ensure product quality, format, compliance, or dissemination to other districts Contact: Sheila D. Acevedo (407) 434-8790

Agency: Lake Worth Community High School, Palm Beach County

[ESOL 1020]

Lake Worth Community High School has a large English as a Second Language program. The program has served over 1500 ESOL students each year.

A community needs assessment of the local health clinics established the need for bringing health services and health information to the non-English speaking students by organizing a Health Fair. The Fair serves ESOL students at the community school on a Saturday during the month of April.

All the services are free to those who attend the fair. Over four hundred (400) students were served at the last fair.

The Community school recruited bilingual doctors, dentists, and nurses and assigned them to classrooms which serve as an examining room. The doctors and dentists brought a minimal amount of equipment to the school.

The fair was publicized in the newspaper, radio and ESOL classes at the school.

The clients arrived and interpreters directed them to the dentist or doctor that they needed to see. Doctors of a wide variety of specialties participated: general practitioners, heart, eyes, ears, nose and throat, internists, osteopath, and urologists were examples. After the clients were sent to the doctor, they were examined, treatment was recommended and questions answered. Printed information was given to each client explaining where medical and dental services can be obtained.

Agency: Orange County

[ESOL 1021]

Goal: The goal of this program is to eliminate oral communication barriers which preclude limited English proficient adults from achieving success in job prep programs (technical) and/or advancement in the workplace. The objective is to develop an Interactive Oral Communication Component (IOCC) of VESOL (Vocational ESOL) so that program participants may overcome these barriers and successfully pursue high wage employment.

Background: According to the U.S. Bureau of Census, in 1990 13 percent of the population of Orange County spoke a language other than English at home and considered themselves to have limited knowledge of English. The number of limited English proficient county residents has increased since then and has negatively affected the school systems. During 1993-94, 6,489 adult LEP (limited English proficient) students were served in ESOL courses but only five percent of this number successfully participated in technical education courses.

In order for LEP's to successfully participate in technical job prep programs or seek employment, it is necessary to function at a high level of English language proficiency. LEP students who want to pursue technical careers must master the spoken aspects of the language. Major concerns of technical instructors and employers are the inability to understand their LEP students/employees, and the inability to access their LEP students/employees comprehension of instructions Contact: Frankie Dovel Montello (407) 849-3200 Ext. 2820

Agency: Dade County

[ESOL 1022]

The Project: Listening comprehension is usually the first skill to be acquired in any language-learning situation but advanced learners often remain frustrated with their level of listening comprehension. Personal conversations that can be predicted from common knowledge and extra-linguistic clues may be easily understood but news programs, weather reports and commercials are often unintelligible. Realizing the frustration of advanced students with their attempts to listen to useful TV programs, I video-tape international, national and local news. By taping several stations, one can provide students with material that is timely, and reported by several anchors with unique speech characteristics delivered at different speeds.

Objective: The objective of this class is not only to understand news programs, but also to develop vocabulary. Second language learners have a selective ear. Many times they hear only words with which they are familiar. By listening several times to the same passage, students are made aware of the words that they have missed. They consult their desk dictionary and choose the word in the context of the news item. Finally, students summarize each news item using the new words. Follow-up activities are used to foster retention.

Overall Value: In "Listening and Learning with the News" students become familiar with American news programs, master new vocabulary, idioms, acronyms, and recently coined words. By analyzing and discussing the news, they learn critical thinking skills and gain a greater understanding of current events that will help ease them into the American cultural setting.

The Students: This project has been used with adult ESOL students. It can be used with any middle or high school students in regular English or social studies classes.

Outside Resources: Teacher must be able to tape several news reports before each class and must be aware of copyright laws.

More Information: Curriculum Language Areas: Language Arts, Developer: Maria Zeien, School: The English Center, Dade Public School Adult Education Center 3501 SW 28 Street Miami, FL 33133 (305) 445-7731

Agency: Dade County, The English Center (305) 445-7731

[ESOL 1023]

TARGET CLIENTELE

The target population consists of printing industry employees who are Limited English Proficient, the majority of whom have: not completed high school, were born in other countries, and have not received formal training in methods, materials, and delivery of Workplace Literacy instruction that are industry-specific.

PROJECT OBJECTIVES

The overall goal of the project is to develop an industry-specific "Literacy for Quality" training model for limited English proficient employees with two components/levels: Workplace literacy basic skills and Total Quality Management (TQM) skills based on the literacy skills taught in level one. Specifically the objectives are:

(1) establish a mechanism for project management;

(2) serve at least 200 limited English proficient employees in the printing industry who lack the necessary literacy skills;

(3) develop/adapt industry specific curricula in workplace literacy and TQM skills including problem solving and communication for targeted Limited English Proficient employees;

(4) train instructors in the delivery of the developed curriculum and workplace literacy methods that are industry-specific;

(5) evaluate effectiveness of program on improving employee skills among piloted companies;

(6) disseminate program procedures, methods, and curricula to others interested in workplace literacy programs including trade/business associations, universities, community organizations, and businesses.

NEED FOR PROGRAM

An industry-wide survey was conducted to determine the extent of literacy related problems in printing operations. Respondents reported that they could attribute specific problems in their plant to worker's lack of essential skills. This is the basis around which the program was developed. A needs assessment of the six targeted companies indicated that 60 to 100 percent of their employees are below the fifth grade level in English and have not completed high school. Approximately, 60 percent of these employees were born in other countries.

AGENCY: Orange County Public Schools: 1998-1999

[ESOL 1024]

 The goal of the Making Connections Through VESOL Project (MCTV Project) is to expand the services currently being offered the adult limited English proficient (LEP) students in Orange County by connecting the VESOL (Vocational English for Speakers of Other Languages) computer labs located at the Orange County Technical Education Centers with the Master's Degree Program in TESOL (Teaching English to Speakers of Other Languages) offered at the University of Central Florida. Through this connection the VESOL students will participate in electronic mail writing classes by corresponding with graduate students at the University of Central Florida while implementing an e-mail writing curriculum established for the Making Connections Through VESOL Project.

According to the U.S. Department of Commerce, Bureau of the Census, in 1990,13 percent of the population of Orange County spoke a language other than English at home and considered themselves to have a limited knowledge of English. The number of limited-English proficient residents of Orange County has increased since the 1990 census and our school system has been impacted. During the 1995-96 school year, 10,009 adult LEP students were served in

ESOL /VESOL courses in Orange County. During the 1996-97 school year; 12,478 adult LEP students were served in ESOL/VESOL courses in Orange County. This is an increase of 25 percent (25%) in just one year.

The outcomes of the Making Connections Through VESOL Project address both federal and state goals and priorities. The target population consists of adults with limited-English proficiency who demonstrate basic skills at fifth grade level or below. The project will assist these limited-English proficient adults with reading, writing and understanding the English language through the use of innovative methods enhanced by the integration of technology and content through the implementation of the VESOL E-mail writing curriculum. Since the Making Connections Through VESOL Project will link the VESOL labs with the teacher training (Master's in TESOL) Program at the University of Central Florida, the project will provide experience for individuals preparing to engage in ESOL education. The expansion of outreach activities to disadvantaged adults through the training of adult teachers, the incorporation of technology into the classroom and the teaching of language skills necessary for workforce education are state priorities which are emphasized by the MCTV project objectives. The Adult Education Quality Indicators addressed in this grant are: Staff Development, Curriculum and Instruction, and Educational Outcomes.

The funding for the Making Connections Through VESOL Project will be used for the development of a product, which will encompass both special demonstration and teacher training components. The special demonstration component will feature the development of a Making Connections Through VESOL writing curriculum which will be implemented through e-mail. The teacher-training component will be made possible through the electronic link and the coordination with graduate students at UCF who will be correcting and responding to the E-mail generated by the VESOL students.

This project is innovative because it benefits the adult LEP population by integrating technology and curriculum while providing additional teacher training for the graduate students pursuing a Master's in TESOL at the University of Central Florida. This will be the first link of this kind between a state university and a local school district in the State of Florida for the purpose of teacher training and curriculum implementation impacting the adult LEP population.

Because much of the hardware is currently in place in the VESOL labs, the total budget requested for implementation of the Making Connections Through VESOL Project is $38,000.00.

Agency: Lee Education Center, Lake County

[ESOL 1025]

The class is composed of American students reading below the eighth-grade level with limited background knowledge of the world and of foreign students with skill levels ranging from illiteracy in their native language to college level ability. The objective of the thematic unit is to incorporate cul-tural geography to enhance the background and create an understanding of and an appreciation for the similarities and differences in world cultures. Furthermore, using the thematic approach enables an incorporation of multiple disciplines including literature, the arts, history, science and mathematics.

A tentative schedule was developed for the semester that included dates for each port-of-call and special events. Volunteers and school staff were asked to present programs about foreign countries they had visited. These programs included the use of slides, objects from the country and first-hand accounts. Multi-level classroom and library resources provided background information. Following research, hands-on activities brought added meaning to the study.

Availability of a large multi-purpose room to accommodate seventy-five adults was necessary for implementation of certain events. Access to the city library and cooperation of the librarian provided multi-level reading material for research. Volunteer resource people with enthusiasm for the program was essential. Team-teaching and a classroom aide provided the professional breadth to balance the program. Standardized testing, informal testing, and teacher observation helped to identify the students' reading levels. The thematic approach offered the students a reason to read and stimulates inquiry The program's success was evident through attendance, testing, and student, volunteer, and school staff comments. For more information call (904) 787-0043

AGENCY: Florida Community College @ Jacksonville: 1998-1999

[ESOL 1026]

Purpose of the Project

The purpose of the project is to develop a model ESOL program, which reflects Florida's new workforce development legislation emphasizing student competencies geared to workforce readiness. Based on successful practices and methods in restructuring the ESOL program at Florida Community College at Jacksonville (FCCJ), the project will produce a replication kit useful to other adult education programs throughout Florida for developing new adult ESOL programs or for restructuring existing ones.

 Target Population and Needs

The target population which will benefit from improved processes in ESOL programs are diverse groups of adults with limited English proficiency. In comparison with other locations in Florida which have distinct predominant ethnic groups, FCCJ annually provides instruction to approximately 2,700 adults from 70 different linguistic backgrounds, making the program broadly reflective of all ESOL groups in the state. The impact of welfare reform as well as the individuals' desires to enter the workforce means ESOL students need functional literacy and employability skills. Inquiries from agencies seeking direction on setting up or redesigning their current programs and participation on the Practitioners Task Force for ESOL have identified needs of education providers for assistance in setting up or redesigning their current programs to meet legislative mandates and student workforce development needs.

 State and National Priorities

The project supports state and national priorities for provision of educational services to adults with limited English proficiency. It also supports the national priority of promoting effective ESOL programs by developing a comprehensive model involving recruitment, assessment, course placement, retention, and transition to employment and/or further education.

 Indicator of Adult Education Program Quality #5: Program Orientation. FCCJ will develop a model program that provides guidelines for creating successful program services, such as recruitment, assessment, course placement, retention, and transition; procedures that encourage utilization of college or other LEA resources to increase success; and policies that are aligned with state workforce development legislation.

 Use of Funds: This is a special demonstration project which will produce a replication kit for other districts and colleges to use in creating or restructuring ESOL programs, based on a model developed at FCCJ.

 What makes this project innovative: The project will:

• Delineate a complete system for working with ESOL students, including marketing, recruitment, assessment, course placement, retention, and transition

• Utilize instructional competencies based on the total CASAS system (Comprehensive Adult Student Assessment System) and other competencies newly-identified by the state
• Broaden the use of CASAS to diverse linguistic groups in Florida
• Address changes brought by recent Florida workforce development legislation
• Provide the replication kit on disk, allowing community colleges and school districts to customize the model framework to suit their own needs

Total budget requested: $74,000

Agency: St. Lucie County (1993-94)

[ESOL 1027]

The National Issues Forums (N.I.F.), developed by the Kettering Foundation, bring people together to talk about important issues of the day. N.I.F. has been used by many organizations--colleges and universities, libraries, service clubs, and membership groups--that are part of a nation-wide network to study and discuss issues of national concern. The issues considered are always of personal and civic importance, such as health care, crime, and the economy. During the Forums, ideas are shared, policies are discussed and at the end of the course of study, choices are made. N.I.F. has been incorporated into I.R.C.C.'s Adult Education program in all disciplines of study: literacy, G.E.D., and ESL.

N.I.F. meetings are held once a week for approximately one and a half hours. A moderator leads a group discussion paying special attention to respect everyone's opinion and clarifying the choices offered. Pre-forum ballots are completed by the students as to their opinions on the selected topic. This program educates our students about issues for which they lack factual information and knowledge. Students who are quiet and reserved have the opportunity to speak out, to share their feelings, to voice their opinions and beliefs, and to relate stories of events that have actually happened to them concerning the current issue. N.I.F. provides our ESL students an excellent opportunity to practice expressing their ideas in their "new" language. These opportunities allow our students to develop self-esteem, cultural awareness, and respect among all nationalities. Discussion is enhanced through the use of video tapes, books, pamphlets, and at times, guest speakers who share their expertise on the selected topic. It takes four to six sessions to complete each topic. At conclusion, post-forum ballots are completed and sent to the Kettering Foundation. The nation-wide results are compiled and used as a basis for reports on how the people of the United States feel about certain national and world issues.

The forums are offered as a part of the adult education curriculum and therefore funded by the state. The adult education department purchases the books at a cost of $2.95 per topic/book. These non-consumable books are purchased in sets of 20.

Formerly Job-Site English Project

Agency: Orange County

[ESOL 1028]

The target clientele for this program is twofold. Potential students are the employees of area businesses who have basic skill needs. Many of the participants are limited or non-English speaking, however, programs targeting native English speakers with basic skills deficiencies are growing. The effort also targets employers who would like to provide this service for employees.

Classes are custom-designed, developed, and scheduled to meet the unique needs of each work place situation. A needs assessment is completed for each site. The results form the basis for development of curriculum that will meet the training needs of the employee and employer. Classes on-site are scheduled to minimize intrusion on work schedules. Each work site must provide a class setting that will be conducive to learning.

Training programs are most effective when employees are "on the clock." Classes held after work hours are not nearly as successful as those for which the employees are paid. The commitment by the employer to the project is underscored by the monetary investment. The belief is that if the objective is to improve workplace effectiveness, then it is only right that the company pay the employees while they participate. The minimum class size for this program is set at 16. At this figure, state funds cover the cost of the instructor and materials. The only cost to the employer is that associated with providing for employee participation.

Agency: Dade County Public Schools

[ESOL 1029]

Goal: The primary goal of this project is to reduce illiteracy and under-education among adults in Florida to enable them to read, write, and speak in English. Secondary goals include:

1) To identify and test software programs for adult ESOL instruction,

2) To train 120 ESOL teachers in the application of computer-assisted instruction for adult students,

3) To evaluate effectiveness of training and disseminate findings and results of the project among all Dade County Public Schools (DCPS) adult ESOL teachers.

Background: As of April 1995 more than 60,000 adults were enrolled in 1,773 classes taught by over 900 full-time and part-time teachers. Census figures show that 57.4 percent of the population or more than 1,000,000 residents do not speak English in the home. In an effort to meet the primary goal of Florida's adult education program, which is to reduce illiteracy and under-education among adults in Florida, Project CATE will address the needs of target limited English proficient adults in Dade County by training adult teachers in the use of technology for ESOL instruction. Ease of use of and decreased costs of computer hardware and software mean that these instructional innovations are within range for potential use for adult ESOL instruction. Computer software programs to be identified and tested by CATE will provide numerous instructional and learning tasks which traditional classroom methods cannot address. Contact: Larry Suhm (305) 445-7731

Agency: University of South Florida, Pinellas County

[ESOL 1030]

Goal: The goals of this project are to facilitate the placement, instruction, and promotion of LEP students in ESOL, ABE, GED, and AHS courses in Pinellas County by creating a technology-assisted model transitional program at Tarpon Springs Community School and then extending this model to four additional community schools in Pinellas County. There will also be an Implementation Plan to assist other Florida counties in replicating the model program.

Background: Many Pinellas ESOL students take years to reach their goal of attaining a GED or preparing for advanced study. All students enrolled in ESOL programs at the intermediate to advanced levels have special needs in refining their English and preparing for promotion to the ABE/GED programs. These needs include diagnostic assessment and individualized development of writing and reading skills, refinement of speaking and listening skills, and development of appropriate learner strategies. To assist students in this transition there must be a well-defined and planned articulation between ESOL and ABE/GED programs and collaboration and understanding between the ESOL and AHS instructors. Contact: Joyce Watson Nutta (813) 974-3533

AGENCY: Florida Community College at Jacksonville: 1998-1999

[ESOL 1031]

 Purpose of the Project

Over the past three years, the Quality Professional Development Project (QPD) has created, piloted, evaluated, and disseminated a model multimedia professional development training package for adult education part-time faculty, with large-group, small-group and self-study options. The training curriculum includes modules on the unique characteristics of the adult learner, the philosophy of adult education, setting up self-paced competency-based classrooms, student learning styles, instructional methodologies, and the discipline-specific areas of Adult Basic Education (ABE), General Educational Development (GED), and Adult High School (AHS). The success of the program is reflected in 130 requests for copies of the series.

 In 1998-99, Florida Community College at Jacksonville (FCCJ) will add three new components to the existing series: modules for English for Speakers of Other Languages (ESOL); Learning Disabilities (LD); and an addendum handbook for the whole series dealing with issues and innovations created by Florida's current Workforce Development Legislation. The ESOL component will deal with the unique aspects of setting up an adult education ESOL classroom, from assessment through completion. The LD component will include student assessment, teaching techniques, effective materials, and other practical assistance for the classroom setting.

 Target Population

Like the complete QPD series, these modules specifically address the needs of part4ime instructors who comprise the majority of adult education faculty (95 percent at FCCJ) and who frequently have no background in adult education theory and practice, nor in the specialized fields of ESOL or LD. The series has also proven effective with full-time staff.

 National and State Priorities:

By training teachers, the QPD package addresses the national priorities of enabling adult ESOL and learning disabled students to prepare for the workplace through enhanced basic and functional literacy skills. Instructors will be better prepared to provide instruction to adults with disabilities and those with limited English proficiency, two targeted disadvantaged groups.

 Indicator of Adult Education Program Quality: Quality Indicator #9, Staff Development Use of Funds: These grant funds will be used for teacher training.

 Innovative Nature of the Project:

The QPD components will provide, as does the entire QPD series, a cost-effective, comprehensive multimedia approach to faculty development. The training package modules, which can be used on a self-study basis, are portable and require access only to video players; therefore, they can be available for faculty checkout and continual re-use. Since workbooks will be disseminated on disk, LEAs will have maximum flexibility in the use, duplication and revision of the materials. The training package assures accountability through pre/post-tests and self-evaluation forms that document faculty completion and comprehension of materials. The present QPD series has won the Most Promising New Program Award from the Florida Adult and Community Education Network (ACENET) and the Exemplary Adult Education Program Award from the Florida Association of Community Colleges (FACC).

 To ensure that the ESOL and LD modules address the needs of the variety of ethnic populations in Florida, site visits will be made to two school districts and one other community college.

 Total Budget requested: $72,407

Agency: Palm Beach County

[ESOL 1032]

Potential ESL trainers identified at pilot ESL workshops represent the project's target clientele. The first objective of the program is to present ESL workshops Trainers to member organizations requesting these demonstration workshops. Regional Training team members identify potential trainers, encourage them to register as ESL apprenticing trainers. and provide supervision as they complete their apprenticeship. This pilot workshop also provides trained volunteers to tutor ESL students to meet the immediate needs of the community.

Pilot ESL workshops are scheduled on the basis of requests from AFLO's member councils and the availability of volunteer regional training team members. Reports of the names of potential trainers, and the number of people completing the workshop and assigned students are sent to the coordinator within one month of the workshop. Each sponsoring council is requested to present two follow-up workshops involving apprenticing trainers identified at the original pilot. Resources needed include videotaping equipment; a participant videotapes each pilot. The project coordinator edits the videotape and two copies are made; one copy for the sponsoring organization to use as it deems appropriate; one for AFLO's videotape library which is available on loan to any member council requesting a videotape. Participants are given instruction in ESL methodology, primarily but not exclusively the Laubach Way to English, effective ESL teaching techniques, second language acquisition, cultural considerations, and student placement and evaluation. The lead trainer assumes responsibility for supervising any volunteer registering as an Apprenticing ESL Trainer with Laubach Literacy Action.

Resources include cooperation from two sets of volunteers: first, sponsoring councils in providing a site, publicizing the workshop, obtaining participants, and ordering some of the materials for the workshops such as teacher's manuals; and secondly, cooperation from a sufficient number of certified trainers with the necessary certification and training, able to travel and willing to volunteer their training skills.

Funding includes a salary and traveling expenses for a full-time paid project coordinator and part-time clerk-typist, funding for reimbursement for regional training team members' traveling expenses, basic workshop instructional manuals and indirect costs including telephone, postage, and office supplies.

Each workshop is evaluated by the participants and periodic follow-up reporting procedures assess the effectiveness of the workshops specifically and ESL program assistance in general. Since the inception of the program AFLO has received more requests for pilot workshops than the original three projected and as a result of the cooperation of volunteer councils and trainers was able to present 9 workshops, train 162 ESL tutors, identify 24 potential ESL trainers, 20 of whom have registered with LLA, establish ESL programs in Escambia, Hillsborough, St. Johns, and Volusia counties, expand the services of one Dade County ESL program and provide a workshop for the Palm Beach Literacy Coalition that provided ESL tutors to many community-based organizations in Palm Beach County affiliated with the Palm Beach Literacy Coalition.

Agency: Hendry County: 1998-1999

[ESOL 1033]

 The purpose of the project is to provide a satellite educational center, located in the neighborhood of approximately 800 limited English speaking adults. The center would provide the following for these limited English-speaking adults:

D. Testing and evaluation for those wanting to attend A.B.E., G.E.D., or job preparatory classes.

5. Transportation from satellite facility to the Adult Education Center for A.B.E., G.E.D., and vocational programs.

 Hendry County is a rural community in which the majority of the community is involved in some type of agriculture-related employment, sugar cane and citrus being the two major industries.

 There are certain areas of the county that have large numbers of adults with limited English speaking skills. The population also increases with the harvest season. It is estimated that there will be an additional six thousand limited English-speaking adults by the year 2000, due to the 85,000 plus areas of citrus in Hendry County. One such area is located in southwest Labelle. There are approximately 800 limited English-speaking adults living in this one area.

 The state goals and priorities that are addressed by this project are:

1. To provide English language courses for adults whose native language is other than English.
2. To provide educational services for adults who are functioning at lower than a fifth grade level.
3. To provide educational services for adults who are functioning at grade levels five through eight.
4. To provide linkage with other agencies.

 The Indicators of Education Program Quality selected for planned use of federal funds in this project are as follows:

1. Recruitment- through the cooperative efforts of R.C.M.A., the Director of Special Projects for the Hendry County School District, Salvation Army, and other local businesses and organizations. Recruitment procedures will be successful.
2. Program Orientation- schedules, meetings, pamphlets, use of school district migrant personnel will provide information to the community about service the center would provide.
3. Educational Outcomes- each instructor will be responsible for keeping student records for his or her individual classes. Beginning functioning level, end of class level, educational attainment, as well as demographic data on those who receive U.S. citizenship, vote or move on to higher levels of education.
4. Curriculum and Instruction- participants will be evaluated and placed into appropriate educational programs.
5. Support Services- R.C.M.A. is providing the facility; the school district through migrant funding is going to provide a vehicle or two for transportation. Tax personnel will be available at times to assist; also Exceptional Education personnel and the Salvation Army will assist with clothing and housing. This is a Special Demonstration project that will utilize the funds to provide personnel, supplies, transportation, childcare, and immigration paperwork assistance in their neighborhood.

 Budget expenditure for this project will be as follows:

 This program is innovative in that it takes the product to the participants. It will provide those limited English speaking adults living in this specific area an opportunity to gain assistance that they need. Transportation is not needed to get to the site. The programs will either be provided there in their neighborhood at the satellite facility, or transportation will be provided to the Adult Education center. The majority of expected participants do not have transportation. 

The total budget requested for this project is $36,350.00.

The current adult programs operated by the Hendry County School District are A.B.E., G.E.D. preparation, E.S.L., and job preparatory and supplemental vocational programs. These are funded through F.T.E., local taxes, and one duet 322 grant.

Agency: Broward County

[ESOL 1034]

Increasing teacher effectiveness will significantly reduce illiteracy and under education among Broward's adult learners. This project was designed to provide school-based teacher to develop trained and qualified teachers for students enrolled in Adult Basic Education (ABE), Adult Handicapped (AH), and Adult English for Speakers of Other Languages (ESOL) classes. Three (3) model demonstrations sites established in active classrooms, readily accessible in terms of schedule and locale provided on-going field experience opportunities to meet the unique needs of Broward's 1, 067 adult education teachers.

These three sites and six classrooms showcase innovative strategies and techniques which effectively provide for adults functioning below the fifth grade level, including but not limited to the following groups:

· minorities

· the disadvantaged

· the limited English proficient

· at-risk youth

· adults with disabilities

· intergenerational/family literacy groups.

The school sites provide active teaching/learning situations meeting adult student needs utilizing:

· up-to-date materials

· effective instructional strategies

· computer assisted instruction integrated into the curriculum.

A group of teachers and administrators developed the criteria for the model sites, creating and distributing applications. Observation and visitation instruments were developed by these experienced, competent professionals. Model site teachers (6) attended training and orientation workshops before beginning to serve as facilitators to teachers seeking field experience opportunities in adult education. The staff development person had the responsibility of coordinating this process. The model sites are well-equipped classrooms with experienced teachers trained to facilitate the collegial learning process. The administrators at the school-sites were extremely supportive and their cooperation is an integral part of this project's success.

This program was funded by a 353 grant but may be replicated with existing staff for inservice points as the incentive for all peer teachers and participants.

Agency: Pinellas County

[ESOL 1035]

The Sunday School Project is a family ESOL Literacy program specifically designed to overcome barriers to literacy facing a large Southeast Asian limited English proficient (LEP) community in Pinellas County. Classes are offered on Sunday afternoons so that students working two shifts may attend. Other features include childcare, native language and culture instruction for older children, and transportation. The program was developed in cooperation with the Pinellas Refugee Assistance Coalition (PRAC), a consortium of educators, community leaders, social service agents and other volunteers.

Over one hundred families participated in the 1990-91 program. Adult ESOL students were grouped into four levels: pre-literate classes, which were divided into the three participant language groups and were taught by trained volunteers with the assistance of interpreters; and beginning, intermediate and advanced classes which were taught by certified instructors who used videotaped lessons as the core of instruction. Students in the beginning, intermediate, and advanced classes each received a workbook and videotape to use at home during the week. Program staff conducted weekly home visits to help students progress. Student pre- and post-test results for the project year showed a marked increase in literacy skills.

The success of the Sunday School Project, and it proposed continuation without grant funds, is owed to the dedicated and constant cooperation of many groups and agencies. Through monthly PRAC meetings, efforts of the community have been marshaled to ensure achievement of the project's objectives. Local refugee agencies have provided assistance with transportation, childcare, and student recruitment, retention and referral to appropriate educational and social service programs. An English Literacy Grant administered by the Florida Department of Education provided funding for the project in 1990-91. Community agencies are committed to working with the Adult and Community Education department to offer a similar program in the current year. The following personnel is suggested to replicate such a program: a part-time project coordinator, ESOL instructors, interpreters, childcare attendants (including native language instructors), and van drivers.

Agency: Gadsden District Schools

[ESOL 1036]

Goal: The goal of this project is to provide the most urgently needed survival English in a "user-friendly" format that is community-specific, bilingual, and has a rural, agricultural focus.

Background: Farm workers are one of the most educationally disadvantaged groups in the country. The majority of this population in Florida is Latino. The seasonal agricultural service workers may be U.S. Hispanic born, Mexican, or from other Latin areas. In some groups only one percent may speak and one percent may read English fluently. Migrant workers and their dependents encounter situations daily that demand some level of English language competency. Educators have traditionally had difficulty meeting that need. The demands of the migrant lifestyle and scarcity of materials with rural and agricultural themes hinder progress in migrant education. The Department of Adult, Vocational, and Community Education of Palm Beach County has developed an excellent Adult ESOL curriculum framework for use in Florida that, in part, identifies twelve adult ESOL competencies for survival English. It has been determined that the need exists for ready-to-use materials specifically addressing those competencies. Contact: Judd Butler (904) 574-5475

Agency: The School Board of Broward County

[ESOL 1037]

Goal: To provide a site-based innovative teacher-training model to meet the needs of Broward's 1,230 adult education teachers. To train coaches to research, model, and ensure that ABE and ESOL teachers have the necessary skills to serve adult students who lack basic and functional literacy skills.

Background: Increasing teacher effectiveness will significantly reduce illiteracy and under-education among Broward's adult learners. Broward serves over 31,000 students functioning below the 9th grade level in over 900 Adult General Education (AGE) classes. This project will design and implement a school-based teacher training model to develop qualified teachers for students enrolled in Adult Basic Education (ABE) classes with a focus on those students who have difficulty due to special learning needs. Research shows that teachers learn new methods best by seeing those methods used in a classroom, by designing their own learning experiences, by trying out new techniques, by getting feedback, and observing and talking with fellow teachers. That is why this teacher training for adult educators is an innovative model. It is hoped it will be replicated statewide and nationally, to improve the quality and delivery of services to adult learners. Contact: Meredith McCleary (954) 765-7415

Agency: Lindsey Hopkins Technical Education Center, Dade County

[ESOL 1038]

The Vocational English as a Second Language (VESOL) Program at Lindsey Hopkins Technical Education Center was created to meet the needs of students of limited English Proficiency. The VESOL program aims to serve as a bridge between the academic and the vocational programs available at Lindsey Hopkins. The program is designed. to equip students with the cultural and linguistic skills necessary to assure their success in vocational programs and the American Workplace.

Pre-VESOL Levels 1, 2, 3, and VESOL Employability Skills are offered on a full-time (25-hour per week) basis. Cluster VESOL courses in the areas of Business Occupations, Health Occupations, and Trade and Industry are offered on a part-time basis.

In order to familiarize students with the school's vocational programs, the cluster VESOL classes are held within their corresponding vocational areas. Student admission into the VESOL classes is based on placement tests and personal interviews. Student progress is measured by comparing pre/post test scores On the Adult Language Assessment Scales (A-LAS) or the Test of Adult Basic Education (TABE). Students receive a certificate upon completion of the Employability Skills or Cluster VESOL courses.

The curriculum for each course is written and continually revised, updated, and expanded by the course instructors. A number of vocational objectives are selected for each of the VESOL programs. Potential employers in the community are interviewed in order to obtain a realistic understanding of the needs and qualifications required for potential employment. Learning activities are designed to identify and remediate individual student needs. A variety of commercial, as well as teacher designed instructional materials are used. Listening, speaking, reading, and writing skills are taught in the context of the vocational competencies making language learning more meaningful.

Funding to start the program was provided by the Carl D. Perkins fund. These funds are used to fund part-time instructors and to purchase supplementary materials, equipment, and supplies. Adult Basic Education funds support five full-time instructors.

Extensive feedback received from vocational teachers is used to shape and reshape the VESOL program. The program has been adopted as part of the Blueprint 2000 - School Improvement Plan. Since the VESOL programs have been implemented, enrollment in vocational classes has increased. Vocational teachers continue to be the main source of feedback in terms of how well former VESOL students are doing in the vocational programs. Corporations in the community have shown interest in the program and have provided funds for scholarships. Contact: Ms. Lourdes Oroza (305) 324-6070

Agency: Broward County

[ESOL 1039]

The target clientele comprise English and non-English readers who might require assistance in acquainting themselves with Broward County and basic information about various features and facilities available to them in Broward County. Distribution centers are being created through various public agencies throughout Broward County. The Broward County Library Newcomer's Organization plus the Multicultural Education Department of Broward Schools contacted Broward ESOL Council, Inc., to develop a project to promote cultural sensitivity and provide a warm., welcoming atmosphere for new residents entering Broward County. This newsletter was designed to provide information necessary to ease new residents' adjustment to a new environment. It is provided to non-English readers in the four predominant languages encountered in Broward County.

Community and cultural agencies and organizations request one or multiple copies of each issue which they disseminate to patrons, associates, members, or students. The editors receive requests and suggestions regarding future topics from recipients on the mailing list plus members of the Library Newcomer's Organization. The newsletter is designed for quarterly distribution. It takes an estimated 200 man-hours to research, write, and translate each issue.

Once the English version is written by the editors, translations are currently provided by staff at Broward Schools Multicultural Education Department. Staff from Broward County Mass Transit assisted with Issue #1, and employees of the Broward Sheriff's' Department assisted with Issue #3. Issue #4 is a joint effort involving Broward County Library; Broward ESOL Council, Inc., and Broward Schools Reading Across Broward Campaign. Issue #1 had a circulation of 500 copies with 13 distribution outlets. Issue #4 has increased to 80 distribution outlets with a circulation in excess of 10,000 copies. Sun-Sentinel Newspaper donated $1,500 to Broward ESOL Council, Inc. to cover the expenses of duplication and distribution of Issues #1 to #3. Broward County Library has agreed to pay all costs of duplication and to distribute each issue starting with Issue #4. Their costs for Issue #4 were estimated at $1.500.

Issue #5 is in process and details fire safety information. The Fort Lauderdale Fire Department provided the factual information for this issue, and has offered to provide community programs to reinforce the safety issues it deals with. Possible future topics include health care, credit purchasing, and the election process. It is our hope, that as circulation expands, more translations might 'be added to better address the diverse cultural needs of our community.